University Professional Development and Recognition Scheme

University of Brighton Professional Recognition and Development (PRD) Scheme: Gaining a Fellowship of the Higher Education Academy John Canning [email protected] University of Brighton Recognition and Professional Scheme Aims for this briefing: To explain the Scheme and the requirements for submitting an application To help you decide which category of fellowship is appropriate to your experience and circumstances

To direct you towards the appropriate resources and workshops to support your application UoBs overall CPD framework Taught courses: Teaching and Learning in HE, PGCert in Learning and Teaching in HE The Professional Development and Recognition Scheme (for supporting all 4 categories of Higher Education Academy fellowship) CPD workshops to support a range of academic roles: course leadership writing for academic publication

supervising students module/curriculum design blended learning University of Brighton PRD Scheme: what and why? Gain recognition for your existing expertise in teaching and supporting learning Mapped against the UK Professional Standards Framework Accredited by Advance HE (formerly the Higher Education Academy). Gain a category of Fellowship of the HEA Nationally (and increasingly internationally) recognised. Engage in CPD UKPSF: what is in it? Dimensions of practice:

set of statements outlining the: Areas of Activity undertaken by teachers and supporters of learning within HE Core Knowledge that is needed to carry out those activities at the appropriate level Professional Values that someone performing these activities should embrace and exemplify Descriptors: set of statements outlining the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education. Areas of Activity A1 Design & plan learning activities and/or programmes of study

A2 Teach and/or support learning Core Knowledge UKPSF three dimensions Professional Values A3 Assess and give feedback to learners V1 Respect individual learners and diverse learning communities A4 Develop effective learning environments and approaches to

student support and guidance V2 Promote participation in higher education and equality of opportunity for learners A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices V3 Use evidence-informed

approaches and the outcomes from research, scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme

K3 How students learn, both generally and within their subject/ disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and HEA fellowship categories Category

Example roles D1 Associate Fellow Those with some teaching responsibility, new p/t staff, PhD students, prof services staff D2 Fellow New/experienced academics; some professional services staff D3 Senior Fellow Experienced academics who can demonstrate leadership/ influence in L&T

D4 Principal Fellow Highly experienced/senior staff with strategic leadership roles institutionally & nationally PRD Scheme routes Written-only E-portfolio & dialogue Written account of practice (to themed headings) Development plan Two referees Evidence mapped to

themed headings Prof dialogue Development plan Two referees NB applies to D1-D3 only (D4 written-only; different format) D1 (Associate Fellow route) Written Account of practice: 3 Areas of Activity 1700 words Development plan Two referees E-portfolio & dialogue Evidence mapped to 3 Areas of Activity

Case study/ies Prof dialogue 20 mins Development plan Two referees Key points when making a submission Not like an assessment task for a module: No extensions (three hand-in points: January, April, September) Do not exceed word count (automatic resubmit); include referee statements Links to University Strategy so need to make statement re: attaining Digital Literacy Support offered

Work in progress sessions and writing retreats CLT workshops/modules Advice and guidance from CLT staff and mentors Studentcentral/studentfolio area with links to resources See: https:// staff.brighton.ac.uk/clt/PD/Pages/Accredited/PRD -Scheme.aspx Bootcamp, 19-20 December 2018, Moulsecoomb. Sign-up via Brighton CLT website Support offered on studentcentral Detailed handbooks with examples (check date!) Talis aspire reading lists Previous successful submissions Informal guide / hints on getting fellowship Guidance for referees

See: https://staff.brighton.ac.uk/clt/PD/Pages/Accredit ed/PRD-Scheme.aspx Assessment process Submissions are assessed by: Member of CLT staff Member of the assessment panel We also have an external assessor on our Panel You will receive notification of the outcome about 6 weeks after the submission date. PASS REFER RESUBMIT 2018-19 submission points 28 January 2019 at 23:59

29 April 2019 at 23:59 23 September 2019 at 23:59 Contact John Canning [email protected]

Recently Viewed Presentations

  • BEP Training Pesentation - Illinois

    BEP Training Pesentation - Illinois

    Business Enterprise Program with BidBuy. Presenters: Ann Marie Rembert - CMS. Harry Reinhard - CMS -BEP. Goals. Upon completion, participants will be better able to: Establish a goal. Submit the goal for review to BEP through BidBuy. Receive the review...
  • Net.Safe

    Net.Safe

    Click here to start * MS To Help Prevent Spyware Intrusions In addition to installing and maintaining antispyware software, only download from websites you trust and be sure you understand what you are getting before you agree to download. Read...
  • Aplikovaná herní studia 02 - Masarykova univerzita

    Aplikovaná herní studia 02 - Masarykova univerzita

    „In the culture surrounding the video game, certain generic terms such as the Shoot 'Em Up are already established and in use among players, and these terms and distinctions are reflected in the proposed list of terms below.
  • Quiz About [Your topic]

    Quiz About [Your topic]

    Times New Roman Tahoma Verdana Wingdings Arial Arial Black Lucida Console Lucida Fax LucidaSansTypewriter Tekton Profile Clouds Maple Slit Glass Layers Microsoft Visio Drawing Programming with methods and classes Static vs. non-static Methods Variables static and non-static rules Static vs....
  • Lessoning Loosestrife: Using Beetles to Control Purple Loosestrife

    Lessoning Loosestrife: Using Beetles to Control Purple Loosestrife

    Lessoning Loosestrife: Using Beetles to Control Purple Loosestrife Liz Duff Education Coordinator - Salt Marsh Science Project Mass Audubon & Beth Suedmeyer
  • Digital Systems: Hardware Organization and Design

    Digital Systems: Hardware Organization and Design

    TSK monitor & debug (Mod 8) Dynamic creation & deletion of TSK (Mod 11) TSK author usually has no need for any TSK API within the TSK code itself. ... Add a SEM_pend on the newly created semaphore as the...
  • 25 Interesting Ways* to use Voicethread in the

    25 Interesting Ways* to use Voicethread in the

    Géraldine Fauville @Gege1979 # 26 I have used it in my class to show how many different ways to get at an answer. I put them in groups, show them different ways to solve a problem. Each group has a...
  • After studying this chapter, you should be able to:

    After studying this chapter, you should be able to:

    Title: After studying this chapter, you should be able to: Last modified by: Pc Created Date: 6/17/2002 7:15:40 PM Document presentation format: On-screen Show (4:3)